Announcements
Call for Paper - An international revision of the external practices in teacher education
Teacher education has become a prevailing issue all over the world. Its research especially in effectiveness, self-perception, coordination and other issues needs has been looked at from an international perspective. International studies have looked at the situation of international teacher students but few attempts have tried to study and compare different factors related to in-school practices in many different international contexts (Martin & Polly, 2017). That is the main goal of this special issue, by including papers from, at least (but not limited to) six countries (Spain, Turkey, the United States, Colombia, Argentina, Italy, North Cyprus, France and Estonia already agreed to submit a paper but obviously some usually drop off prom this kind of projects). It is the interest of this special issue to get a whole picture of practices that work internationally. Each article will include a general description of the program of most universities in the country, a more detailed one on the very own university, an empirical study (at least, 60%) on teachers’ and/or students’ attitudes, practices, effectiveness and also of strategies, techniques, programs, and so. The topics to be addressed would tentatively be: practices in bilingual contexts, teacher self-image and personality development, perception of efficacy, perception and research into student’s field notes, the construction of inquiry process in the school practice, school and tutor demands towards trainees, use of multimedia of trainees while their school practices, socio-cultural issues and its effect in the trainees, dealing with complex in-classroom situations, project based learning, blended learning and flipped classroom adaptation, STEM practices, and more.
University in-school practice is frequently overlooked in many contexts. Universities rely in the fact that schools will have the teacher students for a period of time but can hardly follow their educational process. Therefore, although commonly accepted that best teachers acquire a significant experience that will have an impact in their teaching skills, decisions and image, tracking the students’ progress and designing adequate strategies for them to put in practice in schools is hard if not almost impossible. University tutors are usually required to register each student’s progress but that is hard because they cannot be where the teaching happens. As a consequence, there is a still a gap that requires a sound look between the college theory and the school practice. Therefore, the importance of this special issue strives in the fact that it will illustrate a number of matters from the different stake holders involved in the process, administrators, tutors (from and out of school) and teacher trainees. It is the intention of this issue to find whether innovative practices and methods are addressed, the quality of cooperation between schools and universities, classroom theory and in-site application, and students’ self-perceptions as prospective teachers. So far, some of these topics have been addressed but practices were just a part of a larger body of topics in teacher students’ development.
Editors:
Dr. Jesús García Laborda, PhD & EdD – Dean of the college of Education, Universidad de Alcaláa
Michael Joseph Ennis, PhD - Didactic and Scientific Coordinator for the English Language, Free University of Bozen-Bolzano
Tentative dates
CFP: September-October 2020
First draft submission: February 28 2021
Acceptance/rejection/revision: April 30 2021
Revisions: May 30 2021
Final acceptance: June 2021
